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122
Corruption, political allegiances, and attitudes toward government in contemporary democracies
- American Journal of Political Science
, 2003
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Cited by 34 (0 self)
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Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure
- The Journal of Child Psychology and Psychiatry and Allied Disciplines
, 2004
"... Background: We evaluate the effectiveness of three theoretically motivated programmes for the teaching of reading to four-year-old children. Method: Four hundred and ten children, of pre-kindergarten age, in 20 UK Reception-year classrooms were divided into four matched groups and randomly assigned ..."
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Cited by 26 (6 self)
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Background: We evaluate the effectiveness of three theoretically motivated programmes for the teaching of reading to four-year-old children. Method: Four hundred and ten children, of pre-kindergarten age, in 20 UK Reception-year classrooms were divided into four matched groups and randomly assigned to one of three experimental teaching conditions, Reading with Rhyme, Reading with Phoneme, Reading with Rhyme and Phoneme, or to a taught control condition (Reading). In each con-dition the Reading element contained a strong phonic component. Results: There were no selective effects of the different experimental teaching programmes for normally developing children. However, for those children identified as being at risk of reading failure, training in phoneme skills resulted in selective gains in phoneme awareness and in reading skills. Conclusions: A reading programme that contains a highly structured phonic component is sufficient for most 4.5-year-old children to master the alphabetic principle and to learn to read effectively, without additional explicit phonological training. In contrast, for young children at risk of reading delay, additional training in phoneme awareness and linking phonemes with letters is beneficial. Keywords: Longitudinal intervention, normal, at risk, phonological awareness, phoneme, rime (rhyme), reading, phonics. Abbreviations: C: consonant; V: vowel. The strong association between phonological skills
Age-based structural dynamics between perceptual speed and knowledge in the Berlin Aging Study: Direct evidence for ability dedifferentiation in old age
- Psychology and Aging
, 2003
"... According to 2-component theories of intelligence, negative cross-sectional age gradients in mechanic (broad Gf) and pragmatic (broad Gc) cognitive components reflect the increasing constraining of the former in the expression and integrity of the latter component. The authors examined this widely h ..."
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Cited by 24 (9 self)
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According to 2-component theories of intelligence, negative cross-sectional age gradients in mechanic (broad Gf) and pragmatic (broad Gc) cognitive components reflect the increasing constraining of the former in the expression and integrity of the latter component. The authors examined this widely held but untested assumption by applying a recently proposed dynamic structural modeling technique, the bivariate dual change score model, to longitudinal data from the Berlin Aging Study (N 516, age range 70–103 years). Mechanics and pragmatics were indexed by perceptual speed and knowledge, respectively. As hypothesized, results indicated that changes in knowledge are dominated by perceptual speed and offered strong support for the notion of “mechanization ” of pragmatic abilities in old and very old age. Intellectual development in adulthood and old age is multidi-
A Multilevel Contextual Model of Neighborhood Collective Efficacy
"... Scientists in recent years have increasingly recognized the need for research that links the microand macro-level dimensions of social behavior, investigating the interactions between and contextual ..."
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Cited by 20 (0 self)
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Scientists in recent years have increasingly recognized the need for research that links the microand macro-level dimensions of social behavior, investigating the interactions between and contextual
Urban-rural differentials in child malnutrition: Trends and socioeconomic correlates in sub-Saharan Africa
- Health & Place
, 2007
"... This paper examines levels and trends of urban-rural differentials in child malnutrition, and investigates whether residual differences exist between urban and rural areas, given comparable measures of socioeconomic status of households and communities. Using data from Demographic and Health Surveys ..."
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This paper examines levels and trends of urban-rural differentials in child malnutrition, and investigates whether residual differences exist between urban and rural areas, given comparable measures of socioeconomic status of households and communities. Using data from Demographic and Health Surveys of 15 sub-Saharan African countries, and multilevel modeling, the study shows that urban-rural differentials: (i) are considerable in all countries, (ii) have narrowed in most countries due primarily to an increase in urban malnutrition, and (iii) have widened in few countries as a result of sharp decline in urban malnutrition. However, when socioeconomic status is controlled, these urbanrural gaps disappear in almost all countries. These results suggest that policies and programs contributing to the attainment of the Millennium Development Goals should pay particular attention to the urban poor.
Beyond the class norm: bullying behavior of popular adolescents and its relation to peer acceptance and rejection
- Journal of Abnormal Child Psychology
, 2008
"... Abstract This study examined to what extent bullying behavior of popular adolescents is responsible for whether bullying is more or less likely to be accepted or rejected by peers (popularity-norm effect) rather than the behavior of all peers (class norm). Specifically, the mean level of bullying by ..."
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Cited by 17 (8 self)
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Abstract This study examined to what extent bullying behavior of popular adolescents is responsible for whether bullying is more or less likely to be accepted or rejected by peers (popularity-norm effect) rather than the behavior of all peers (class norm). Specifically, the mean level of bullying by the whole class (class norm) was split into behavior of popular adolescents (popularity-norm) and behavior of non-popular adolescents (non-popularity-norm), and examined in its interaction with individual bullying on peer acceptance and peer rejection. The data stem from a peer-nominations subsample of TRAILS, a large population-based sample of adolescent boys and girls (N=3312). The findings of multilevel regression analyses demonstrated that the negative impact of individual bullying on peer acceptance and the positive impact on peer rejection were particularly weakened by bullying by popular adolescents. These results place the class-norm effects found in previous person-group dissimilarity studies in a different light, suggesting that particularly bullying by popular adolescents is related to the social status attached to bullying.
Attitude importance and the accumulation of attitude-relevant knowledge in memory
- Journal of Personality and Social Psychology
, 2005
"... People who attach personal importance to an attitude are especially knowledgeable about the attitude object. This article tests an explanation for this relation: that importance causes the accumulation of knowledge by inspiring selective exposure to and selective elaboration of relevant information. ..."
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Cited by 16 (2 self)
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People who attach personal importance to an attitude are especially knowledgeable about the attitude object. This article tests an explanation for this relation: that importance causes the accumulation of knowledge by inspiring selective exposure to and selective elaboration of relevant information. Nine studies showed that (a) after watching televised debates between presidential candidates, viewers were better able to remember the statements made on policy issues on which they had more personally important attitudes; (b) importance motivated selective exposure and selective elaboration: Greater personal importance was associated with better memory for relevant information encountered under controlled laboratory conditions, and manipulations eliminating opportunities for selective exposure and selective elaboration eliminated the importance–memory accuracy relation; and (c) people do not use perceptions of their knowledge volume to infer how important an attitude is to them, but importance does cause knowledge accumulation.
Person–Group Dissimilarity in Involvement in Bullying and Its Relation with Social Status
, 2006
"... Abstract This study tested a person–group dissimilarity model for the relation between peer preference on the one hand, and bullying and victimization on the other. This model accounts for both individual and group (i.e., classroom) factors and postulates that children will be rejected by their peer ..."
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Cited by 13 (2 self)
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Abstract This study tested a person–group dissimilarity model for the relation between peer preference on the one hand, and bullying and victimization on the other. This model accounts for both individual and group (i.e., classroom) factors and postulates that children will be rejected by their peers when they display behaviors that deviate from the group norm. We tested the model in a sample of 2,578 early adolescents in 109 middle school classrooms. Multilevel analysis was used to account for our nested data when examining individual and group effects simultaneously in cross-level interaction terms. The results supported our hypotheses based on the dissimilarity model. Classroom norms of behavior appeared to affect the relation between involvement in bullying and peer preference, in that early adolescents who bullied were more likely to be rejected by their peers in a classroom where bullying was non-normative. In classrooms where bullying was normative, adolescents who bullied were less likely to be rejected or were even liked by their peers (i.e., positive scores on peer preference). The same was true for victimization, although victims still had low scores on peer preference even when victimization was normative. Theoretical and practical impli-cations of these results are discussed in terms of directions for future research and intervention in bullying.
Couples at risk following the death of their child: Predictors of grief and depression
- Journal of Consulting and Clinical Psychology
, 2005
"... This longitudinal study examined the relative impact of major variables for predicting adjustment (in terms of both grief and depression) among bereaved parents following the death of their child. Couples (N 219) participated 6, 13, and 20 months postloss. Use of multilevel regression analyses enab ..."
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Cited by 10 (2 self)
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This longitudinal study examined the relative impact of major variables for predicting adjustment (in terms of both grief and depression) among bereaved parents following the death of their child. Couples (N 219) participated 6, 13, and 20 months postloss. Use of multilevel regression analyses enabled assessment of the impact of several predictors and facilitated analysis of factors that were either shared by parents or individual. Grief was predicted mainly by shared parent factors: child’s age, cause and unexpectedness of death, and number of remaining children. By contrast, depression was predicted by individual parent factors: gender, religious affiliation, and professional help seeking. Theoretical impli-cations of these findings are discussed.
Relation Between Teachers ’ Early Expectations and Students ’ Later Perceived Competence in Physical Education Classes: Autonomy-Supportive Climate as a Moderator
"... Université de Pau et des Pays de l’Adour The purpose of this study was to explore whether, in naturalistic physical education classes, the relation between teachers ’ early expectations and students ’ later perceived competence was moderated by the extent to which the motivational climate created by ..."
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Université de Pau et des Pays de l’Adour The purpose of this study was to explore whether, in naturalistic physical education classes, the relation between teachers ’ early expectations and students ’ later perceived competence was moderated by the extent to which the motivational climate created by the teachers was autonomy supportive. Using a 1-year longitudinal design, data were obtained from 421 students and 22 teachers from 10 French junior high schools. Multilevel analyses revealed that (a) teachers ’ early expectations were related to students ’ later perceived competence, particularly when these expectations were positive, and (b) this relation was stronger when the classroom motivational climate was low in autonomy support. Implications for future research and educational practices are discussed.
